A school social worker meets with an adolescent who reports regular truancy and forging her mother's signature. The social worker should

A school social worker meets with an adolescent who reports regular truancy and forging her mother's signature. The social worker should

• A. Ignore this since it is an attention-getting device
• B. Ask her if there is something bothering her about school
• C. Reprimand her for violating school procedures
• D. Tell her she is anxious

Answer: (B)

Engaging the adolescent with open, nonjudgmental inquiry to uncover underlying reasons for school-related behavior is the key idea. Asking if there is something bothering her about school invites her to share her perspective, rather than assuming or labeling. This approach builds rapport, reduces defensiveness, and helps reveal root causes such as academic struggles, social issues, mental health concerns, or family stress that might be driving truancy and the act of forging a signature. Exploring her experience allows the social worker to tailor support—whether it’s academic help, counseling, or family collaboration—without prematurely labeling her or treating the behavior as purely disciplinary. By contrast, ignoring the issue misses an opportunity to help; reprimanding focuses on punishment rather than understanding the function of the behavior; telling her she is anxious imposes a diagnosis without information and can shut down honest disclosure.

Engaging the adolescent with open, nonjudgmental inquiry to uncover underlying reasons for school-related behavior is the key idea. Asking if there is something bothering her about school invites her to share her perspective, rather than assuming or labeling. This approach builds rapport, reduces defensiveness, and helps reveal root causes such as academic struggles, social issues, mental health concerns, or family stress that might be driving truancy and the act of forging a signature.

Exploring her experience allows the social worker to tailor support—whether it’s academic help, counseling, or family collaboration—without prematurely labeling her or treating the behavior as purely disciplinary. By contrast, ignoring the issue misses an opportunity to help; reprimanding focuses on punishment rather than understanding the function of the behavior; telling her she is anxious imposes a diagnosis without information and can shut down honest disclosure.